Presentations (please click on the links to access the presentations)
|Speaker||Position and Institution||Presentation Title||Date of the original presentation|
|Dr. Antonella Sorace||Professor of Developmental Linguistics; and Founding Director of Bilingualism Matters, University of Edinburgh||Language of learning and teaching (LOLT), Bilingualism||2 November 2021|
|Dr. Martin Lamb||Senior Lecturer, School of Education, University of Leeds||The Impact of Language of Instruction (LOLT) on Learner Motivation||2 November 2021|
|Ben Beaumont||Head of Teacher Education, Trinity College London||Creating professional spaces to foster pedagogical development||2 November 2021|
|Robin Skipsey||Academic Manager, English for Education Systems, British Council, Japan||Lessons from a large-scale train-the-trainer programme in Japan||2 November 2021|
|Eric Baber||Director of Professional Learning and Development, English Language Teaching, Cambridge University Press and Assessment||Developing communicative English teachers: a case study from Japan||2 November 2021|
|Chia Suan Chong||Course Development Consultant and Author, Pearson||10 things teachers look for in a professional development course||2 November 2021|
||Director, NILE (Norwich Institute for Language Education)||NILE professional development for bilingual education programmes||2 November 2021|
|Tim Phillips||Head of Teacher Development, English for Education Systems, British Council||Developing teachers to meet new challenges||23 March 2021|
|Mark Levy||Head of English Programmes, British Council, Spain||The Bilingual Education Programme in Spain: A Case Study||23 March 2021|
|Mark Henebury||English Language Training Specialist, UK Department for International Trade||An Introduction and Overview of the UK ELT Sector||23 March 2021|
Dr Antonella Sorace, Professor of Developmental Linguistics; and Founding Director of Bilingualism Matters, University of Edinburgh
- Policies should build on insights offered by research on language learning at different ages
- Young and older children don’t learn languages in the same way
- Bilingualism can bring cultural, linguistic and cognitive benefits if children learn languages in an encouraging, engaging and positive environment
- Collaborations between practitioners and researchers can benefit both
Dr Martin Lamb, Senior Lecturer in TESOL, University of Leeds
- English-medium should not mean ‘English-only’; to maximize the motivational benefits of EME, it is essential that learners get plenty of language support, both in complementary language classes and through principled translanguaging in the EME class.
- Teacher training will be vital. That is, training for subject teachers in how to ensure learners understand lesson content (e.g. through strategic use of the mother tongue, as well as through regular formative assessment) and for language teachers in English for Specific Academic Purposes so they can provide support to the subject teachers.
- Longitudinal research should be carried out to monitor the impact of EME on learner motivation – for both language AND subjects – over different time periods. This will need to control for mediating variables such as school quality, social background and gender.
Ben Beaumont, Head of Teacher Education, Trinity College London
- Ensure clarity and consistency of policy in Macro (government), meso (school)
- and micro (lecturer/teacher) levels
- Develop materials development skills, e.g. Certificate for Practising Teachers (CertPT), enabling educators to meet learners’ needs
- Identify [and give training in] interactive pedagogy relevant to subject and sector needs
- Focus educator support on practical techniques and focused language training
- Run impact studies as standard
Robin Skipsey, Academic Manager, English for Education Systems, British Council, Japan
- If considering a large-scale train-the-trainer programme, be aware of the pitfalls of this model and plan to mitigate them
- Build in monitoring and quality assurance from the start and ensure the data is useable
- If the training focusses on teacher behaviours, choose trainers who can model the desired behaviours effectively
- Build in regular dialogues with practising teachers to ensure that the training outcomes are realistic and achievable
Eric Baber, Director of Professional Learning and Development, English Language Teaching, Cambridge University Press and Assessment
- Giving teachers access to an initial short course of for example, 15 hours can give teachers a great deal of understanding in terms of where and how they’ll need to adapt their teaching skills.
- Giving teachers access to professional development over many years will have a much greater impact. Consequently, long term professional development programmes are preferable to short term ones.
- To facilitate systemic change - existing teachers need upskilling and pre-service training courses need adapting so as to ensure new teachers have the skills that they need when they join the workforce.
Chia Suan Chong 莊佳煊, Pearson Course Development Consultant and Author of Pearson ELTD,
- Consider the importance of professional development and why we should continually invest in teachers’ professional development;
- Identify the key things that teachers look for in a professional development course and offer teachers courses that suit their needs;
- Ensure the professional development courses we choose allow teachers opportunities to explore new approaches to language teaching;
- Ensure the professional development courses we choose also encourage teachers to explore new skillsets and areas that benefit their students in today’s world e.g. communication skills training, mindfulness training, mediation, etc.
- Ensure that teachers have the opportunities to try out what they learn and adapt it to their students and teaching context.
Thom Kiddle, Director, NILE (Norwich Institute for Language Education)
- Integrate curriculum design, materials design, assessment design, teacher training and mentoring to ensure a whole institution approach is developed
- Ensure that communication about the different elements of training programmes is clear and effective
- Cater bespoke programmes to the needs of particular groups of students and teachers working in specific learning environments
- Ensure training programmes are monitored and evaluated to ensure their effectiveness
Tim Phillips, Head of Teacher Development, English for Education Systems, British Council
- Provide widespread access to continuing professional development (CPD) to help teachers to respond to the pressures and the challenges of their classrooms.
- Link CPD with the implementation of curriculum reform and improvements in teachers’ English language proficiency.
- Involve all stakeholders at the initial stages of programme planning, design and development.
- Provide incentives for teacher such as certification, opportunities for advancement and increased remuneration.
- Ensure CPD programmes include coaching and mentoring as well as workshops.
Mark Levy, Head of English Programmes, British Council, Spain
- Invest in success by ensuring and developing committed leadership at all levels.
- Develop Bilingual programmes that have a clear long- term vision
- Provide sufficient resources to ensure the fulfilment of this vision
- Provide relevant, quality teacher training both pre-service and in-service.
Mark Henebury, English Language Training Specialist, UK Department for International Trade
- Promote quality continuing professional development for teachers in Taiwan to help them embrace innovation that in turn will aid Taiwanese students to learn English confidently.
- Work with multiple UK organisations to focus on quality accreditation and quality assurance schemes in areas such as rigorous inspection regimes, teacher observations, student welfare programmes, management frameworks, the resources, the locations, and the 21st century classroom.